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Pupils' views of ten selected guidance lessons from "Lifeskills for effective living for primary schools"
Author
Ng, Lynn Bee Yoke
Supervisor
D'Rozario, Vilma
Abstract
The general purpose of this study was to explore the effectiveness of the package, Lifeskills for Effective Living for Primary Schools, which was developed by the Pastoral Care and Career Guidance Branch of the Ministry of Education based on the views and feedback of the subjects concerned on the ten selected guidance topics as determined by the needs assessment of the subjects of this study.
The subjects consisted of 82 Primary Six pupils from a typical Singapore primary school. The subjects in the first class, namely the treatment group, received the lessons which were conducted twice a week for a period of five weeks while those from the second class, the control group, only received the lessons after the post-tests had been administered.
The pre- and post-tests were conducted with the help of Pupil's Competency Rating Scale, a survey instrument, which was developed for the purpose of this research to measure pupils' views with regard to self-esteem, self-motivation, self-discipline, decision-making skills and inter-personal skills.
Findings showed that there was a significant improvement in pupils' views of inter-personal skills at the end of the ten guidance lessons. The study also revealed that female subjects generally experienced more positive effects than did the boys with regard to self-discipline skills.
These indications showed that the ten selected guidance lessons from the package, Lifeskills for Effective Living for Primary Schools, were effective in improving the inter-personal skills of the subjects. Further investigation is needed to find out why little impact was experienced in the other four variables. The findings also raised a few questions about the content and the implementation of the guidance programme in a typical Singapore primary school. For instance, studies should be conducted to find out how schools can tailor the programme to meet the differing developmental needs of boys and girls in early adolescence, adopt a more comprehensive and integrated approach that will better meet the social and emotional needs of our students as well as look into ways to establish better support systems for the implementation of affective education.
This study provided some insight on the impact the ten selected lessons from the package, Lifeskills for Effective Living for Primary Schools had made on the subjects through formal feedback. It also served as a channel to find out the strengths and weaknesses of the package based on the feedback of these subjects in the hope that necessary improvements would be made to improve the package and if possible the current guidance system in primary schools. In addition, it is hoped that the information contributed would help fill in the gap in local research on the topic and stimulate further investigations in the broad field of affective education.
The subjects consisted of 82 Primary Six pupils from a typical Singapore primary school. The subjects in the first class, namely the treatment group, received the lessons which were conducted twice a week for a period of five weeks while those from the second class, the control group, only received the lessons after the post-tests had been administered.
The pre- and post-tests were conducted with the help of Pupil's Competency Rating Scale, a survey instrument, which was developed for the purpose of this research to measure pupils' views with regard to self-esteem, self-motivation, self-discipline, decision-making skills and inter-personal skills.
Findings showed that there was a significant improvement in pupils' views of inter-personal skills at the end of the ten guidance lessons. The study also revealed that female subjects generally experienced more positive effects than did the boys with regard to self-discipline skills.
These indications showed that the ten selected guidance lessons from the package, Lifeskills for Effective Living for Primary Schools, were effective in improving the inter-personal skills of the subjects. Further investigation is needed to find out why little impact was experienced in the other four variables. The findings also raised a few questions about the content and the implementation of the guidance programme in a typical Singapore primary school. For instance, studies should be conducted to find out how schools can tailor the programme to meet the differing developmental needs of boys and girls in early adolescence, adopt a more comprehensive and integrated approach that will better meet the social and emotional needs of our students as well as look into ways to establish better support systems for the implementation of affective education.
This study provided some insight on the impact the ten selected lessons from the package, Lifeskills for Effective Living for Primary Schools had made on the subjects through formal feedback. It also served as a channel to find out the strengths and weaknesses of the package based on the feedback of these subjects in the hope that necessary improvements would be made to improve the package and if possible the current guidance system in primary schools. In addition, it is hoped that the information contributed would help fill in the gap in local research on the topic and stimulate further investigations in the broad field of affective education.
Date Issued
2002
Call Number
HQ2039.S55 Ng
Date Submitted
2002